SAMAR COLLEGE

Catbalogan City
W. Samar, Philippines 6700
(Tel. No. 055-543-8381

COLLEGE OF EDUCATION
A.Y. 2021-2022 – First Semester

Instructor : Michael M. Artizo, PhD.

Subject : Prof. Ed. 102 – The Teaching Profession
A.Y. 2021-2022 : First Semester

CHAPTER 3: On Becoming a Global Teacher

Learning Objectives:
At the end of the chapter, students are expected to:

1. describe a global teacher in the context of global education.

2. analyze and compare the education of selected countries of the world.
3. describe multicultural diversity as an element of global education and the role of the
teacher in addressing diversity among learners.
4. identify opportunities in teacher exchange programs for the development of world-
class
teachers.
5. describe global application of technology in the classroom.

Learning Concepts:

Lesson 1: Global Education and the Global Teacher

Global Education

Global education has been best description by two definitions:

UNESCO defines global education as a goal to become aware of education conditions or

lack of it, in developing countries worldwide and aim to educate all people to a certain world
standards.
Another definitions is that the global education is a curriculum that is international in
scope which prepares today’s youth around the world to function in one world environment
under teachers who are intellectually, professionally and humanistically prepared.
The United Nations entered into an agreement to pursue six (6) goals to achieve some
standards of education in place by 2015 worldwide. To achieve global education, the UN sets the
following goals:

1. Expand early childhood care education;

2. Provide free and compulsory primary education for all;
3. Promote learning and life skills for young and adult;
4. Increase adult literacy by 50%;
5. Achieve gender parity by 2005, gender equality by 2015; and
6. Improve quality of education.

In 2000, the Philippine committed itself by the above EFA 2015 Goals at the World
Education Forum in Dakar.
James Becker (1982) defined global education as an effort to help individual learners to
see the world as a single and global system and to see themselves as a participant in the system.
It is a school curriculum that has a worldwide standard of teaching and learning. This curriculum
prepares learners in an international marketplace with a world view of international
understanding. In his article “Goal of Global Education,” Becker emphasize that global
education incorporates into the curriculum and educational experiences of each student a
knowledge and empathy of cultures of the nation and the world. Likewise students are encourage
to see the world as a whole, learn various culture to make them better relate and function
effectively within various cultural groups.
Thus, to meet the various global challenges of the future, the 21st Century Learning Goals
have been established as bases of various curricula worldwide. These learning goals include:

 21st century content: emerging content areas such as global awareness; financial,
economic, business, and entrepreneurial literacy; civic literacy; health and awareness.
 Learning and thinking skills: critical thinking and problem solving skills, communication,
creativity and innovation, collaboration, contextual learning, information and media
literacy.
 ICT literacy: using technology in the context of learning so students know how to learn.
 Life skills: leadership, ethics, accountability, personal responsibility, self-direction,
others
 21st century assessments: Authentic assessments that measure the areas of learning.

Global education is all about diversity, understanding the differences and teaching the
different cultural group in order to achieve the goals of global education as presented by the
United Nations. It is educating all peoples in the world from the remote and rugged rural villages
in developing countries, to the slum areas of urbanized countries, to the highly influential and
economically stable societies of the world. Global education addresses the need of the smallest
schools to the largest classroom in the world. It responds to borderless education that defies
distance and geographical location.
Thus, global education provide equal opportunity and access to knowledge and learning
tools which are the basic rights of every child in the global community.
Are our pre-service teachers prepared to provide global education in their respective
future school assignment? Are you preparing yourselves to become a global teacher?

Global Teacher

A global teacher is a component teacher who is armed with enough skills, appropriate
attitude and universal values to teach students with both time tested as well as modern
technologies in education in any place in the world. He or she is someone who thinks and acts
both locally and globally with worldwide perspectives, right in the communities where he or she
is situated.
More specifically, a global Filipino teaches should have the following qualities and
characteristics in addition to knowledge, skills and values:

 Understands how this world is interconnected;

 Recognizes that the world has rich variety of ways of life;
 Has a vision of the future and sees what the future would be for himself/herself and the
students;
 Must be creative and innovative;
 Must understand, respect and be tolerant of the diversity of cultures;
 Must believe and take action for education that will sustain the futures;
 Must be able to facilitate digitally-mediated learning;
 Must have depth knowledge; and
 Must possess good communication skills (for Filipino teachers to be multilingual).

and lastly but more importantly,

 Must possess the competencies of a professional teachers as embodied in the National

Competency-Based Standards for Teachers (NCBTS).
Activity 1: Self –check Questions

Instruction: Answer agree or disagree with the statement that follow.

_____ 1. A teacher has to earn a prestigious award to be labeled as a global teacher.

_____ 2. To become the global teacher, one should be fluent in English and in other languages.

_____ 3. A Filipino teacher cannot qualify to teach in other countries because of the differences

in curriculum.

_____ 4. To be globally competitive, teachers should be develop competencies in the use of

technology.

_____ 5. Global education provides the same standards for quality education worldwide.

_____ 6. Teachers who embrace global education, must have a good understanding of the

different cultures of the learners.

_____ 7. For Filipino teachers, the NCBTS is a national standard that meet global competencies.

_____ 8. Teachers in far flung schools cannot be considered global teachers.

_____ 9. Your curriculum in teachers education prepares you to be global teachers.

_____ 10. A global teacher has a wider view of what education is all about.

Evaluation

Instruction: Make a reflection of the following.

1. Can one be a global teacher, without teaching abroad? Write your insights.

2. Reflect on the statement: “As a global teacher, act locally but think globally.”

Submitted by:

___________________________
Student
Lesson 2: Multicultural Diversity: A Challenge to Global Teachers

Diversity of Learners in Multicultural Classroom

Do you agree that no two students are the same? Do you believe that learners do not
come from the same mold? Does Gardner’s Multiple Intelligence Theory provide explanations
for the diversity of learners?
According to James Banks (1975 in Sadker, 1991), a leading researcher in the area of
students, “the major goal of multicultural education is to transform the school so that the male
and female students, exceptional learners, as well as students coming from diverse cultural,
social-class, racial and ethnics groups will experience an equal opportunity to learn in school.”

Diversity or differences among our students have placed greater demands to teachers in
today’s schools. Students may differ in race which is commonly indicated by the color of the
skin. They may belong to different ethnic or religious groups and speak different languages. In
most public schools, students come from a wide range of socio-economic background. Increasing
number of children come from families that are plagued by poverty, unemployment, frequent
relocations, limited access to high quality and medical and social services and perhaps crime
ridden neighborhoods.

In the midst of the diversity, the students are supposed to be given equal opportunities to
education. Thus, there is a need for curricular and instructional modifications, teaching styles, re-
examination of teachers’ attitudes, beliefs and perception. This movement called multicultural
education enables teachers and educator to give value to the differences in prior knowledge,
experiences of learners from diverse background and familiarity with students’ histories of
diverse culture (Haertel, 1998).

The inclusion of learners with special needs has also increased diversity in school.
Environmental adaption of classrooms, behavior support plans, cooperative learning, peer
tutoring and team teaching are some of the responses of multicultural education.

Taking into account the diversity in schools is a major challenge. Every one’s heritage is
given due respect, and differences should be regarded as strengths to build on rather than deficits
to be overcome. However, a focus on group differences may lead to a basis for stereotyping
which multicultural teachers have to avoid (Gallimore & Goldenberg, 1998).

Culture evolves over time. One result of this process is beliefs and practices help us adapt
to persistent and changing circumstances. These beliefs and practices are organized as model or
schema about how things work. Practices that are proper develop and help individuals or group
survive in this ever changing world environment.

Accommodating Cultural Differences and Commonalities

A teacher does not have to go abroad to be able to encounter diversity in the classroom.
The issue of cultural majority-minority in the classroom has posed a challenge to teachers, where
the girls are more than the boys, the natives are more than those immigrants, the rich are less
than the poor and many other divides that greatly influence how the teacher would accommodate
differences and commonalities. Added to this, is the fact that sometimes the teachers come from
a culture that is different from where their students belong. The teachers themselves are unaware
of the cultural norms that exist in the diverse culture, which often times interfere with teaching
and learning. Therefore, it is very important for a perspective teachers like you to be
knowledgeable about differences in culture, religion, ethnicity, and even language of your
students. Their values and experiences may be entirely different from your own.

To assist you in understanding your multicultural learners, Fraser-Abner (2001) offers the
following suggestions:
  Learn as much about and become as sensitive to and aware of racial, ethnic, cultural and
gender groups other than your own.
 Never make assumptions about an individual based on your perception of that
individual’s race, ethnic, culture or gender.
 Avoid stereotyping.
 Get to know each students as a unique individual: walk in the footsteps of all your
students.

Other suggestions include the following:

 Look into your own conscious and subconscious biases about the people who are
different from yourselves in race, ethnicity, culture, gender or socioeconomic status.
 Plan your activities within a multicultural framework while making your classroom a safe
and secure haven for all the students.
 Infuse multicultural instructional materials and strategies in your teaching.
 Foster collaboration and cooperate among your learners, parents and teachers.

Try to consider the above suggestions and you will be able to continue to a caring and
nurturing learning environment that embraces all students with different backgrounds. A caring
environment will always enhance academic achievement. It will also help your school to
successfully meet the challenges and the benefit from the diversity that now characterize our
classroom and our schools.

Diversity in the schools of the country as well as in other schools in the world is also an
opportunity. Our country as well as other countries are enrich by the ethnic, cultural and
language diversity among the citizens and among its schools. Whenever this diversity exists,
intergroup tension, stereotypes and discrimination develop. This becomes an opportunity for
teachers and schools to help unify individuals and citizens as a contribution to a democratic and
pluralistic society.

In view of this purpose, some guiding principles which were adapted from an
interdisciplinary group of psychologists, political scientists, sociologists and multicultural
specialists, are hereby presented, to wit:

1. Pre-service teachers education programs should help prospective teachers understand the
complex characteristics of ethnic groups in ways race, ethnicity, language and social class
interact to influence students behavior.
2. Teachers should ensure that all students have equitable opportunities to learn and to
perform to a standard.
3. Teachers should help students to acquire social skills needed to interact effectively with
students from other racial, ethnic, cultural, language and social groups.
4. The school curriculum helps students understand that knowledge socially constructed and
are effective of the social, political and economic context in which they live and work.
5. Schools should provide all students with opportunities to participate in extra-and co-
curricular activities that develop knowledge, skills and attitudes that increase academic
achievement and foster positive intercultural relationships.
6. Teachers and students should learn to reduce or eliminate stereotyping and other related
biases that have negative effects on racial and ethics relations.
7. Schools should provide opportunities for students from different racial, ethnic, cultural
and language groups to interact socially under conditions designed to reduce fear and
anxiety.
8. Teachers should teach and students should learn about the values shared virtually by all
cultural groups like justice, equality, freedom, peace, compassion and charity among
others.

Multiculturalism has broadened and deepened our traditional curriculum into a wider
range of accommodating cultures not of the teachers’ culture alone. It has underscored
fundamental concepts which before were given less importance. This section has clarified some
of basic assumptions that enhance teacher development.
 No two learners are exactly the same.
 Children in all classrooms are heterogeneous.
 Strategies that work with one learner may not work with another.
 Student’s background and experiences should be considered when teaching.
 Community members from various ethnic groups can assist teachers in facing issues
of ethnic differences and similarities.

Activity 1: Self-check Questions

Instruction: Answer the following questions.

1. Name at least five characteristics of a multi-cultural classroom.

2. What are some guidelines for a teacher who handles children with diverse background?

3. List some cultural stereotypes that must be avoided.

Evaluation

Instruction: Make a reflection found in every situations.

Situation 1:
Mrs. Rosa Rose a teacher born and raised in the Visayas married a Tausog in Jolo, Sulu.
The marriage necessitated her to transfer teaching in the place of her husband who is also a
teacher. Coming from a different family background in terms of religion, ethnic origin, and
social background, Mrs. Rose has to adjust to her present relocated residence. She was accepted
to teach in one of the elementary schools in the area where a mixture of different ethnic groups
are enrolled. Reflect on the situation given.

Reflection:
1. What teaching challenges will Mrs. Rose encounter with her diverse students?
2. How would she address these challenges as a multicultural teacher?
3. What personal dilemmas will she encounter? If you were in her place, what would you
do?
Situation 2:
You are to teach in an international school in Indonesia. You graduated from one of the
teacher education institution in the Philippines. The school curriculum is American-based, but
your students come from different countries but majority are Indonesian nationals.

Reflection:
1. What challenges are seen in your classroom?
2. How would you prepare to meet these challenges?

Submitted by:

___________________________
Student
Lesson 3: Broadening Teaching Perspectives: Teacher Exchange Programs

To become a global teacher, you need to broaden your teaching perspectives. Expanding
your experiences beyond the confines of your classroom to the wider learning environment of the
world is one of the many avenues in order to achieve a level of global competitiveness.
Opportunities of this endeavor can be achieved through teacher exchange programs. Several of
these program exist. However, for purposes of this section few programs will be used as
examples. Let us take a closer look at each program.

1. Visiting International Faculty Program (VIF)

The Visiting International Faculty Program (VIF) is the United States’ largest
cultural exchange program for teachers and schools. It is dedicated to transforming lives
through international exchange of teachers. VIF offers highly qualified teachers from
around the world serving as teachers and cultural ambassadors in the United States.
The VIF provides school in the United States with world class teachers who teach
a new generation of students for success in globally integrated world. Teachers who
participate in the VIF program work in the U.S. for up to three years and then return
home to their country to share international experiences with students and colleagues.

a. VIF Purposes and Beliefs

It is the intention of the VIF to ensure that students, educators and communities
Worldwide reap the benefits of international education. The program believes in the
following principles:
 All schools should have at least one international exchange teacher.
 All students should be exposed to a variety of exchange teachers during their
academic careers.
 All communities should have an equal opportunity to develop globally literate
citizens to help build a foundation for success in the global marketplace.

b. History of Visiting International Faculty Program (VIF)

The program started nineteen (19) years ago. It was founded in 1987 and began
accepting teachers from other countries of the world to teach Kindergarten up to grade 12
in 1989. This project is in cooperation with the North Carolina Department of Public
Instruction. The first group the 12 international teachers worked in 10 North Carolina
countries as foreign language teachers. In 1996, VIF was asked by the North Carolina
Department of Public Instruction to recruit teachers in other subject areas. The
international teachers are coming from more than 50 countries of the world such as
Australia, Canada, Chile, New Zealand, Ecuador, Mexico, Spain including the
Philippines. There were several Filipino teachers who participated in the program.

2. Fulbright Teacher Exchange Program

For the U.S. teachers, this opportunity involves a year or semester direct exchange
with a counterpart in another country teaching the same subject at the same level. Thirty
countries including the Philippines currently participate in the Fulbright Teacher
Exchange Program which varies from year to year. The program in the Philippines is
manage by the Philippine-American Educational Foundation.

3. Inter-African Teacher Exchanges

The objectives of this program are to provide opportunity for African teachers to
learn from the teaching environment in other African countries and also aimed to extend
experiences and widen the horizon of African teachers by encouraging exchange visits to
 countries outside Africa as well. Furthermore, the program is envisioned to create cultural
awareness and tolerance of developments in different African education environments.
The teachers will travel to neighboring countries to work for over a period of two
weeks after which in pairs they will engage in the following activities:
 Be stationed at one school for one week and another school for another week.
 Observe teaching in the said teacher’s subject.
 Guest teach using ICTs at the school that the teacher is visiting.
 Engage in discussions with teachers in another school.
 Write a journal of their exchange visit.

4. Canadian Educators Exchange

The Canadian Educations Exchange Foundation is a non-profit foundation which

handles both student and educator exchanges. International educational exchanges offer
educators and their students an opportunity to broaden their understanding of one
another’s cultures, customs and languages.
In Alberta, two kinds of exchanges are possible for a powerful professional
development experiences. These are:
One Year Exchanges. These exchange enable teachers in Alberta to swap their
jobs (and homes). The teacher continues to be paid by his or her school board in Alberta.
When the year is over, the teacher returns home to his original position in Alberta.
Short-term Exchanges. These exchanges which occur during the spring and
summer holidays, enable the teachers and administrators to job shadow with the
counterpart in another country.

5. Global Teachers Millennium Awards

This program is limited only to participating countries, it is important to learn that

the Global Teacher Exchange program contributes to the quality of teachers worldwide.

The Global Teacher Exchange program commits to improving the quality of

education in South Africa, Ghana, Uganda, and the UK and to promote partnership
between the North and South African countries. The program aims to:
 Changes the lives of UK educators, personally and professionally by encouraging
them to fulfill their aspiration and use their talents in innovative ways;
 Ensure benefits for staff and pupils of UK schools and their local communities
through the dissemination of innovative development education;
 Support the aims and activities of Link’s educational programs in South Africa,
Ghana and Uganda; and
 Set a standard and develop a model for other similar scheme.

It is the intent of the program to achieve learning outcomes among the target partners
of the United Kingdom in terms of:
 Increased knowledge of people and life in developing countries;
 Better understanding of how UK is linked with other countries;
 More positive attitudes towards people and life in developing countries-
challenging stereotypes and beliefs in shared humanity; and
 More positive attitudes towards multicultural nature of UK society-challenging of
stereotypes and embracing of diversity.

A Global Teacher in this program is described as someone who:

 Thinks and acts both locally and globally;
 Embraces the world’s rich variety of ways of life;
 Understands how this world is interconnected;
 Is committed to making the world a more equitable place;
 Believes in education for sustainable development;
  Has professional and personal skills to share, and to learn;
 Brings the world into their classroom, school and community;
 Encourages dialogue and partnership between the North and the South; and
 Can inspire others to act as global teachers.

Activity 1: Self-Check Questions

Instruction: Answer the following questions.

1. What are the purposes of the Teacher Exchange Programs?

2. As a prospective Filipino teacher, what benefits will you derive from these programs?

3. How will the teacher exchange programs develop you as a global teacher?